Soda, Akiko

Module 1
Check to see when your district’s plan was last updated. I could not figure out yet.
Check to see if your districts AUP/RUP includes child safety and cyberbullying provisions.Not specific for students but mentioned about safety and cyberbulling
Does it address copyright, plagiarism, and validity of resources? Yes
Is the AUP/RUP proactive or reactive (positive or punitive)? Punitive
Does your district require parental signature for students to be able to utilize the Internet, or does it only require a signiture if parents do not wish their child to use the Internet?
How well is the RUP/AUP understood by teachers, students, and parents? a kind of formality
Who is involved in revising the AUP/RUP (and the technology plan)? First, Tech coordinator and tech teams and then going to the board I think
Are teachers, students, and parents included on the committee? Teachers and parents but not sure students

Analyze your districts’ AUP/RUP.
Compare it to the examples provided in this module.
What changes would you make if you were involved in revising it? I would like to include more child safety issue such as how to address their names when they create web pages and cyberbullying
How might you assure that it is read and understood by all constituents (parents, teachers, administrators, and students)? To make sure that everyone reads AUP, we need to read together

Assignment for Module 1

Analyze your school or district’s Acceptable or Responsible Use Policy/Plan (AUP/RUP). Based on the knowledge you have gained in this module on what an Acceptable Use Policy is, write a brief explanation of how you best plan to explain your district’s AUP to your students and their parents. If you do not have access to an Acceptable/Responsible Use Policy/Plan, use one of the sample AUP’s provided in the Reading section. Your analysis should include: If you can find out, who wrote the policy/plan, and what was their reason for doing so. When was this plan/policy written/amended? What teacher professional development is currently in place to assure that all teachers are aware of the policy/plan and know how to implement it in their classrooms? If this is not happening, why. If it is not happening, how might you assist in making this happen? It is planning to have a new policy. How is this policy/plan currently explained/given to parents? When the new school year starts, they need to sign the Permission Form How is this policy/plan currently explained/given to students? In the summer mail What are the key components of the policy/plan? To give the permission to use school tech and to follow the rule Analyze the key components using the following criteria that has been developed by Melanie Honeycutt & Neill Kimrey from the NC Department of Public Instruction: Does the AUP/RUP: Focus on Punishment or Focus on opportunity Contains only legalese or Contains everyday language Communicates a vision of students as would be hackers and criminals or Communicates a vision of students as active participants in 21st century learning Portrays students as potential victims of predators and bullies or Shows parents how and why students are safely learning how to navigate this new world Hints that computers are an after thought and a “reward” that can be taken away as punishment or Explains that computers are an essential tool in every classroom Shows students as passive participants or Shows students as actively engaged in creating and constructing their knowledge Is the policy heavy on the negative? or Is the policy heavy on the positive? Is it a discipline policy ? or Is it a usage policy? Is the policy dis-empowering? or Is the policy empowering? Does the policy concentrate on the stuff? or Does the policy concentrate on the instruction? Does the policy focus on what you can’t do? or Does the policy focus on what you can do? How will you make sure that your co-teachers, students and parents are fully aware of what is in this plan/policy? Do you think this policy/plan is complete and up-to-date? Why? If not, what needs to be amended? What content standards will you meet while teaching your students about the AUP/RUP? How might teaching your students about the AUP/RUP help control cyber-bullying?

Module 2
Reflection Questions:
1. How does this information on copyright correspond with what you already know and use in your classroom
I have taught about copyright and fare use to students

2. How are you teaching your students about copyright?
Used questions, difenitions and creative commons
3. How do you model correct use of copyrighted materials in your classroom and in your daily life?
follow the copy right rules
4. Do you observe violations of copyright law in your school or among your associates? If so, what violations have your noticed (perhaps now as a result of reading the above materials), and how might you help people to better understand copyright?
Need to do citation
5. Why do you think some people violate copyright law?
easy
6. Why do we have copyright laws?
need but too tight sometimes


Reflect on the part modeling plays as you deal with issues of copyright and ethics in your classroom.
How will you model ethical and legal uses of resources for your students?
How will you teach your students to follow the rules and laws pertaining to copyright and fair use? How will you model this in your classroom?

To what extent will you change your approach to copyright and fair use as a result of what you have learned in this module?

Did you encounter any surprises in this module? If so what were they?


What you consider to be the most critical issue involving the legal, ethical and copyright issues involved in using the Internet for research, print publishing and distance education.



What have you learned about this issue as a result of taking this course?



How will you incorporate this information into your final project?

Assignment for Module 3

In this module we focused on child safety, netiquitte and cyberbullying. All are interrelated topics. Emerging technologies have made virtual communications common place for our youngsters. This has created a variety of very disturbing problems that we, as adults must address if we are to keep our youngsters safe. CYBERCITIZENSHIP by Ribble, Baliey and Roos 1. Etiquette: electronic standards of conduct or procedure 2. Communication: electronic exchange of information 3. Education: the process of teaching and learning about technology and the use of technology 4. Access: full electronic participation in society 5. Commerce: electronic buying and selling of goods 6. Responsibility: electronic responsibility for actions and deeds 7. Rights: those freedoms extended to everyone in a digital world 8. Safety: physical well-being in a digital technology world 9. Security (self-protection): electronic precautions to guarantee safety Larry L. Burriss Safety in the Cybervillage: some guidelines for teachers and parents. seven basic rules to follow as you travel around the Cybervillage: * Treat the Cybervillage as you would any other community or neighborhood. * Learn how the Internet works. * Learn what to stay away from on the Internet. * Learn where the "good stuff" is. * Work with your students and children. * Learn some commonsense techniques that promote Internet safety. * Respond, do not react. The American Library Association's Five Basic Rules for Internet Safety for children are: * Never give your name, address, phone number, or school name to anyone you meet online. * Never go into a new online area that will cost extra without asking your parents' permission. * Never give out a credit card number online. * Never arrange to meet in person with someone you have met online unless you discuss it with your parents and an adult goes with you to a very public place. * Always tell your parents or other adult you trust if you see something online that is scary or that you do not understand. Here are some commonsense rules to make your trip through the Cybervillage safer and more pleasant: * Set up the computer with the monitor facing into the room so that you can see it. * Put the computer in a "family" or high-traffic area. * Every Internet browser has a "history" file that shows what sites have been visited and the time of access. Set this file to keep the history for several days and check it periodically. If the file has been erased, ask why (a good family rule: only Mom or Dad is allowed to erase the history file; violations will result in loss of computer privileges). * Learn how to use the Internet yourself. * Make Internet use a family activity. What have you learned in this module that you will incorporate into your daily work with your students to help them be good technological citizens?-Young students need to be guided to the proper way to use internet. They need to know both advantage and disadvantage to use online How will you teach them not to bully/cyberbullly others?- example, think others How will you teach them to be safe? what is safe? what is not safe? -need to be clear, what we can share, what we can't share, How will you work with parents to help them teach their children that cyberbullying is not okay, and to keep their children safe in an increasingly complex technological world? Parents need to know what their kids do on line let their kids know cyberbulling in not only in cyberspaces, but turn into the real world. parental control How will you assure that your students are learning to be good cybercitizens? -

Discussion Topic for Module 3
What do you consider to be the most critical issue involving child safety on the Internet today? How can we, as educators, deal with this issue? Suggest at least three possible solutions that you discovered while exploring the links in this module.

Assignment for Module 4

1. Using the web sites, articles and resources in Modules 3 and 4, create an outline that contains ideas on how you might implement safety and prevent cyberbullying into your current curriculum. You will use this outline later when you begin to develop your Internet Safety Strategies. 2. Make sure you bookmarked the web sites and articles on Internet Safety that you may wish to use later when you begin to develop your final project on Internet Safety Strategies.

1Class: AP Japanese
2Topic:Bullying in school and Cyberbullying
(integrate cyberbullying issue into language class lesson
3: Students will be able:
(Language)
to express their feeling and opinion about bullying in Japanese
to know why bullying is a big social problem in Japan
to consult with adult when they encounter problems
(Cyberbullying)
to understand what problem they may have to use internet
to understand how to prevent cyberbullying

http://www.surfnetkids.com/go/safety/60/how-to-avoid-cyber-bullying/



http://www.safekids.com/teen-pledge-for-being-smart-online/

1. I will be respectful to myself and others. I won’t bully and won’t tolerate bullying by others
2. I will be a good online friend and be supportive of my friends and others who might be in trouble or in need of help
3. I won’t post or send pictures or other content that will embarrass me or get me into trouble
4. I will respect other people’s privacy and be courteous when posting photos or other content about them
5. I’ll be conscious of how much time I spend on the web, phone and other devices and won’t let use interfere with sleep, school work and face-to-face relationships
6. If they need my help, I’ll assist my parents, teachers others in their use of technology
7. I will respect other people’s digital property and space. I won’t steal, hack, break into anyone else’s accounts or use other’s content without permission
8. I will protect my passwords and practice good Net security
9. I will be thoughtful in my use of copy and paste. If I use anyone else’s content or images I will quote them, give them credit and link to them if appropriate
10. I will help create a culture of respect and tolerance at my school and among my peers
    
    

Assignment for Module 5

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  1. Using any one of the standard evaluation checklists that best suits your needs, evaluate a website that you use as part of your curriculum for accuracy, authority and authenticity. What did you discover about this resource?
  2. Using any one of the standard evaluation checklists that best suits your needs, evaluate one of the resources from Modules 3 and 4 for accuracy, authority, andauthenticity. What did you discover about this resource?
  3. How will you teach your students to critically evaluate the Internet sites they access and use?
  4. Make sure you have bookmarked the web sites and articles on Evaluating Internet Resources that you may wish to use later when you begin to develop your Internet Safety Strategies

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• http://novemberlearning.com/resources/information-literacy-resources/
• http://novemberlearning.com/resources/information-literacy-resources/iii-websites-to-validate/
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• http://www.schrockguide.net/bloomin-apps.html
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• http://guides.library.ualberta.ca/eval_internet
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• http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Evaluate.html
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• http://www.findingdulcinea.com/guides/Education/Plagiarism-Prevention.pg_01.html
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• http://www.virtualsalt.com/evalu8it.htm

http://www.findingdulcinea.com/guides/Education/Plagiarism-Prevention.pg_01.html

1. 1. Using any one of the standard evaluation checklists that best suits your needs, evaluate a website that you use as part of your curriculum for accuracy, authority and authenticity. What did you discover about this resource?

http://www.kikkoman.co.jp/homecook/basic/index.html

Authority:

Is the information reliable?

Check the author's credentials and affiliation. Is the author an expert in the field?

Does the resource have a reputable organization or expert behind it?

Are the sources of information stated? Can you verify the information?

Can the author be contacted for clarification?

Check for organizational or author biases.

Scope:

Is the material at this site useful, unique, accurate or is it derivative, repetitious, or doubtful?

Is the information available in other formats?

Is the purpose of the resource clearly stated? Does it fulfill its purpose?

What items are included in the resource? What subject area, time period, formats or types of material are covered?

Is the information factual or opinion?

Does the site contain original information or simply links?

How frequently is the resource updated?

Does the site have clear and obvious pointers to new content?

Format and Presentation:

Is the information easy to get to? How many links does it take to get to something useful?

What is the quality of the graphical images? Do these images enhance the resource or distract from the content?

Is the target audience or intended users clearly indicated?

Is the arrangement of links uncluttered?

Does the site have its own search engine?

Is the site easily browsable or searchable?

Cost and Accessibility:

Is the site available on a consistent basis?

Is response time fast?

Does the site have a text-based alternative?

How many links lead to a dead-end?

Is this a fee-based site? Can non-members still have access to part of the site?

Must you register a name and password before using the site?

Other Tips:

Check the header and footer information to determine the author and source.

In the URL, a tilde ~ usually indicated a personal web directory rather than being part of the organization's official web site.

In order to verify an author's credentials, you may need to consult some printed sources such as Who's Who in America or the Biography Index.

Check and compare the web site to others which are both similar and different.

Is it somebody's personal page?

What type of domain does it come from ?

1. 2. Using any one of the standard evaluation checklists that best suits your needs, evaluate one of the resources from Modules 3 and 4 for accuracy, authority, andauthenticity. What did you discover about this resource?
2. 3. How will you teach your students to critically evaluate the Internet sites they access and use?
3. 4. Make sure you have bookmarked the web sites and articles on Evaluating Internet Resources that you may wish to use later when you begin to develop your Internet Safety Strategies